UNPACKING THE LINK BETWEEN TEACHER PROFESSIONAL DEVELOPMENT STRATEGIES AND EDUCATION QUALITY IN MURANG’A COUNTY
Abstract
The purpose of this paper was to examine how professional development opportunities for teachers affected student achievement in Kenyan public secondary schools. The objective of the paper was to establish the link between professional development strategies and students' academic performance. The paper was anchored on Bertalanffy's 1972 General System Theory (GST). It used a descriptive survey design and collected data from Murang’a County. The study population comprised of 632 participants, consisting of 593 educators and 39 school administrators. The total sample size was 245, consisting of 15 principals and 230 teachers. A proportional stratified sampling method and simple random sampling were used. Quantitative survey data was used in the research, which was processed using SPSS version 25, the statistical tool for the social sciences. Furthermore, chi-square tests revealed that public secondary schools in Kigumo sub-county, Murang'a county, Kenya, benefited from teacher professional development in terms of education quality (X2 (2, N= 144), P=.05). The paper suggested that the Teachers Service Commission (TSC) recruit additional teachers to combat teacher shortages and excessive turnover. Additionally, the study recommended that the government should provide more funds to secondary schools to assist teachers with in-service training for career progression and improve overall education quality in Kenya.
Keywords: Public Secondary School, Strategic Plan, Quality Of Education, Teacher Professional Development
CITATION: Irungu, I. W., & Mutegi, R. G. (2025). Unpacking the link between teacher professional development strategies and education quality in Murang’a County. The Strategic Journal of Business & Change Management, 12 (1), 198 – 208. http://dx.doi.org/10.61426/sjbcm.v12i1.3180
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DOI: http://dx.doi.org/10.61426/sjbcm.v12i1.3161
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